Systematic review of factors affecting driving and motor vehicle transportation among people with autism spectrum disorder

<p><b>Purpose</b>: This systematic review is to critically appraise the literature on factors affecting driving and motor vehicle transportation experiences of people with autism spectrum disorders (ASD) and to provide insight into future directions for research. <b>Methods</b>: Systematic searches of eight databases identified 22 studies meeting our inclusion criteria. These studies were analysed in terms of the characteristics of the participants, methodology, results of the study and quality of the evidence. <b>Results</b>: Among the 22 studies, 2919 participants (364 individuals with ASD; 2555 parents of youth with ASD; mean age of person with ASD = 17.3) were represented, across six countries. Studies (<i>n</i> = 13) focused on factors affecting driving, including challenges in obtaining a licence, driving confidence, driving behaviours and strategies to improve driving skills. In regards to factors related to public and/or school transportation, nine studies explored rates of transportation use, access, cost and safety. <b>Conclusion</b>: Our findings highlight several gaps in the research and an urgent need for further transportation-related training and supports for people with ASD.</p> <p>Implications for rehabilitation</p><p>Many people with ASD encounter challenges in obtaining a driver’s licence, driving confidence and driving performance compared to those without ASD.</p><p>Several strategies can be useful when teaching people with ASD to drive including direct communication, encouraging coping mechanisms, breaking down tasks and providing regular and consistent driving lessons.</p><p>Clinicians and educators should advocate for further transportation-related training and supports for people with ASD.</p><p>More research is needed from the perspective of people with ASD to understand their experiences and the particular challenges that they encounter in obtaining a licence and navigating public transportation.</p><p></p> <p>Many people with ASD encounter challenges in obtaining a driver’s licence, driving confidence and driving performance compared to those without ASD.</p> <p>Several strategies can be useful when teaching people with ASD to drive including direct communication, encouraging coping mechanisms, breaking down tasks and providing regular and consistent driving lessons.</p> <p>Clinicians and educators should advocate for further transportation-related training and supports for people with ASD.</p> <p>More research is needed from the perspective of people with ASD to understand their experiences and the particular challenges that they encounter in obtaining a licence and navigating public transportation.</p

sj-docx-1-sgo-10.1177_21582440221140098 – Supplemental material for A Comparative Analysis of Data Quality in Online Zoom Versus Phone Interviews

Supplemental material, sj-docx-1-sgo-10.1177_21582440221140098 for A Comparative Analysis of Data Quality in Online Zoom Versus Phone Interviews by Sally Lindsay in SAGE Open</p

A systematic review of factors affecting driving and public transportation among youth and young adults with acquired brain injury

<p><i>Purpose</i>: Although many people with an acquired brain injury (ABI) encounter difficulties with executive functioning and memory which could negatively affect driving, few people are assessed for fitness to drive after injury. The purpose of this systematic review was to synthesize the literature on factors affecting driving and public transportation among youth and young adults with ABI, post injury.</p> <p><i>Method</i>: Seven databases were systematically searched for articles from 1980 to 2016. Studies were screened independently by two researchers who performed the data extraction. Study quality was appraised using the Standard Quality Assessment Criteria (Kmet) for evaluating primary research from a variety of fields.</p> <p><i>Results</i>: Of the 6577 studies identified in the search, 25 met the inclusion criteria, which involved 1527 participants with ABI (mean age = 25.1) across eight countries. Six studies focused on driving assessment and fitness to drive, ten on driving performance or risk of accidents and nine studies explored issues related to accessing or navigating public transportation. Quality assessment of the included studies ranged from 0.60 to 0.95.</p> <p><i>Conclusions</i>: Our findings highlight several gaps in clinical practice and research along with a critical need for enhanced fitness to drive assessments and transportation-related training for young people with ABI.</p

Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study

<p><b>Purpose:</b> Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth’s interest in STEM is through robotics; however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it.</p> <p><b>Method:</b> Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6–13), 12 parents and 11 key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital.</p> <p><b>Results:</b> Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots.</p> <p><b>Conclusions:</b> Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM.</p> <p>Implications for Rehabilitation</p><p>Clinicians and educators should consider adapting curriculum content and mode of delivery of LEGO^® robotics programs to include youth with disabilities.</p><p>Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO^® robotics are needed.</p><p>Clinicians should consider engaging youth with disabilities in LEGO^® to enhance learning and interest in STEM.</p><p></p> <p>Clinicians and educators should consider adapting curriculum content and mode of delivery of LEGO^® robotics programs to include youth with disabilities.</p> <p>Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO^® robotics are needed.</p> <p>Clinicians should consider engaging youth with disabilities in LEGO^® to enhance learning and interest in STEM.</p

Pedestrian navigation and public transit training interventions for youth with disabilities: a systematic review

<p><b>Purpose:</b> Being able to travel independently, whether as a pedestrian or by taking public transportation, is a critical element to maintaining quality of life and participation in the community. The objective of this systematic review is to understand the best practices and effective components of pedestrian and public transit training interventions for youth with disabilities.</p> <p><b>Method:</b> Systematic searches of seven international databases identified 29 studies meeting our inclusion criteria. We analyzed these studies based on participant characteristics, methods, results, and quality of evidence.</p> <p><b>Results:</b> Among the 29 studies, 857 participants (aged 5–39, mean 18.3 years) were represented across 10 countries. Although the intervention outcomes varied across the studies, 24 of them reported an improvement in at least one of the following: pedestrian and general navigation skills, pedestrian safety, landmark recognition, route knowledge, and public transportation skills.</p> <p><b>Conclusions:</b> Our findings highlight that pedestrian and public transit interventions have the potential to improve the participation and quality of life of children and youth with disabilities. More rigorous, theoretically informed interventions, using standardized measures are needed to enhance pedestrian and transit training skills among youth with disabilities.Implications for rehabilitation</p><p>Travel training interventions have the potential to effectively support youth with disabilities in learning pedestrian and public transportation navigation skills.</p><p>Clinicians and educators should encourage youth with disabilities to participate in travel training programs enhance their independence skills and participation in the community.</p><p>Clinicians, educators, and program managers can help to build relevant content for travel training programs and connect youth to programs.</p><p></p> <p>Travel training interventions have the potential to effectively support youth with disabilities in learning pedestrian and public transportation navigation skills.</p> <p>Clinicians and educators should encourage youth with disabilities to participate in travel training programs enhance their independence skills and participation in the community.</p> <p>Clinicians, educators, and program managers can help to build relevant content for travel training programs and connect youth to programs.</p

Number of participants indicating a theme by question.

<p>Number of participants indicating a theme by question.</p

Youth and young adults with acquired brain injury transition towards work-related roles: a qualitative study

<p><b>Purpose:</b> The purpose of this research was to explore the experiences of youth and young adults with acquired brain injury as they transition towards work-related roles. Little is known about employment experiences among this age group. Understanding their perspectives can inform programs and clinical practice.</p> <p><b>Materials and methods:</b> A descriptive qualitative design, including semi-structured interviews with 14 participants (8 females; 6 males) was used. Interviews were transcribed verbatim and analyzed using an open-coding, thematic approach.</p> <p><b>Results:</b> Three major themes emerged related to the experience of work-related roles: (1) getting to know the new me; (2) navigating support systems; and (3) taking control of my experience. Some participants used coping strategies to acquire and/or maintain work-related roles, while others felt limited by their condition.</p> <p><b>Conclusions:</b> A variety of work-related roles, people, and environments directly and indirectly influenced the work-related transition of youth and young adults with acquired brain injury. Individuals expressed the importance of acquired brain injury awareness in informing others about their impairments. In fact, a lack of acquired brain injury awareness was often a main reason for receiving less than adequate support and accommodations. Without an understanding of acquired brain injury, people in the lives of these individuals were unable to perceive the legitimacy of acquired brain injury-related impairments.Implications for rehabilitation</p><p>The purpose of this study is to understand the experiences of youth and young adults with acquired brain injury as they transition into work-related roles. Using these experiences as a guideline can promote acquired brain injury awareness, and contribute to how current interventions are designed and delivered.</p><p>Clinicians should ensure that youth and young adults with acquired brain injury have access to the resources they need to maximize their independence.</p><p>Healthcare professionals can play a pivotal role in relaying important acquired brain injury-related education, implementing suitable treatment plans, and providing them with effective tips to help them through their transition.</p><p>A healthy transition to work-related roles should include ample social support and communication, acquired brain injury-related information that informs the community of acquired brain injury impairments, needs, and recovery trajectory, as well as adequate and consistent coordination within and between the person and the environment.</p><p></p> <p>The purpose of this study is to understand the experiences of youth and young adults with acquired brain injury as they transition into work-related roles. Using these experiences as a guideline can promote acquired brain injury awareness, and contribute to how current interventions are designed and delivered.</p> <p>Clinicians should ensure that youth and young adults with acquired brain injury have access to the resources they need to maximize their independence.</p> <p>Healthcare professionals can play a pivotal role in relaying important acquired brain injury-related education, implementing suitable treatment plans, and providing them with effective tips to help them through their transition.</p> <p>A healthy transition to work-related roles should include ample social support and communication, acquired brain injury-related information that informs the community of acquired brain injury impairments, needs, and recovery trajectory, as well as adequate and consistent coordination within and between the person and the environment.</p

More than just double discrimination: a scoping review of the experiences and impact of ableism and racism in employment

Research has shed light on the employment barriers faced by individuals with disabilities, and by racialized people. The challenges faced by people belonging to both marginalized groups are less well-understood. The purpose of this scoping review was to examine existing research on labour market and workplace experiences of racialized people with disabilities, and to identify how ableism and racism intersect to shape employment experiences and outcomes. Seven international databases were searched, covering the period from 2000 to April 2022. Four reviewers independently conducted the screening, and data extraction and analysis were performed on 44 articles that met our inclusion criteria. The findings highlighted rates of workplace ableism and racism (including discrimination allegations and perceived discrimination); types and forms of experiences arising from the intersection of ableism and racism (including unique individual stereotyping and systemic and institutional discrimination); and the role of other demographic variables. The intersection of ableism and racism impacted labour market outcomes, well-being in the workplace, and career/professional advancement. Our review highlights the need for greater in-depth research focusing explicitly on the intersection of ableism and racism (and of other forms of discrimination), to better understand and address the barriers that racialized people with disabilities face in employment.IMPLICATIONS FOR REHABILITATIONThe experiences of racialized people with disabilities have been under explored, and clinicians and rehabilitation specialists should consider incorporating intersectionality into their practices to better understand and serve these populations.Ableism and racism do not operate in isolation, and clinicians and other professionals need to be aware that racialized people with disabilities may face unique challenges and barriers as a result.Service providers should aim to address gaps and inequities in services faced by racialized people with disabilities which may prevent them from finding and/or maintaining meaningful employment. The experiences of racialized people with disabilities have been under explored, and clinicians and rehabilitation specialists should consider incorporating intersectionality into their practices to better understand and serve these populations. Ableism and racism do not operate in isolation, and clinicians and other professionals need to be aware that racialized people with disabilities may face unique challenges and barriers as a result. Service providers should aim to address gaps and inequities in services faced by racialized people with disabilities which may prevent them from finding and/or maintaining meaningful employment.</p

Search strategy.

BackgroundAccessible housing is imperative to enabling independent living for many people with disabilities; yet, research consistently shows how people with disabilities often lack appropriate accessible housing and are more likely to experience unaffordable, insecure, and/or poor quality housing. Therefore, the aim of this study was to understand promising practices, policies and interventions regarding accessible independent housing for people with disabilities.MethodsWe conducted a scoping review that involved searching seven international literature databases that identified 4831 studies, 60 of which met our inclusion criteria.ResultsThe reviewed studies involved 18 countries over a 20-year period. Our review highlighted the following key trends: (1) removing barriers to obtaining accessible housing (e.g., advocacy, builders enhancing housing supply, subsidies and financial incentives); (2) policies influencing accessible housing; (3) interventions to enhance accessible housing (i.e., home modifications, smart homes, mobile applications and other experimental devices); and (4) the impact of accessible independent housing on health and wellbeing.ConclusionsOur findings emphasize the importance of accessible housing for people with disabilities and the urgent need to advance accessible housing options.</div

Exploring the experiences of ableism among Asian children and youth with disabilities and their families: a systematic review of qualitative studies

Asian children and youth with disabilities often experience multiple barriers, stigmas and discrimination within and outside their families; yet less is understood about their lived experiences. This systematic review explored the experiences of ableism among Asian children and youth with disabilities and their families. We conducted a systematic review of qualitative studies and a qualitative meta-synthesis. We searched six databases including Ovid Medline, Embase, PsychInfo, Healthstar, Web of Science, and Scopus. Forty-two articles met our inclusion criteria involving 17 countries and regions over a 22-year period. The findings were synthesized into four themes: (1) individual- and family-level ableism (i.e., stigma, fears, concerns, stress and anxieties, physical abuse, bullying, reduced engagement in community activities); (2) institutional-level ableism (i.e., barriers to accessing and navigating supports, ableist attitudes among service providers, unavailable services); (3) societal-level ableism (i.e., cultural and religious stigma, social rejection, discrimination, environmental and policy barriers); and (4) coping strategies (i.e., self-care activities, supports from family, friends and people with similar conditions, religious beliefs). Our results highlight the ableist experiences that Asian children and youth with disabilities and their caregivers often encounter and the strong need for further supports to address ableism using culturally responsive strategies. Asian children and youth with disabilities encounter multiple forms of ableism at the individual, family and institutional levels.It is important for healthcare providers to customize resources that are culturally appropriate and aligned with the cultural and language backgrounds of the clients they serve.Clinicians and service providers should engage in culturally sensitive training and education to understand the barriers faced by the clients they serve.Clinicians and service providers should continue to advocate for marginalized and equity-deserving groups. Asian children and youth with disabilities encounter multiple forms of ableism at the individual, family and institutional levels. It is important for healthcare providers to customize resources that are culturally appropriate and aligned with the cultural and language backgrounds of the clients they serve. Clinicians and service providers should engage in culturally sensitive training and education to understand the barriers faced by the clients they serve. Clinicians and service providers should continue to advocate for marginalized and equity-deserving groups.</p